Bài giảng môn Phương pháp kiểm tra và đánh giá học tập: Chapter 3 presents about objective testing. This chapter include contents as: Subjective and objective testing, objective tests, general principles of multiple choice items, important guidelines of multiple choice items, components of multiple choice items.
Chapter 3: Objective testing I Subjective & Objective testing II Objective tests III General principles of multiple choice items IV Important guidelines of multiple choice items V Components of multiple choice items I Subjective & Objective testing Subjective & Objective terms the scoring methods All tests subjectively constructed by the test writer Objective tests: only one correct answer + scored mechanically by computer + responsible for testing a large number of candidates Reading, vocabulary & grammar objective methods Writing & speaking subjective methods Objective tests requiring more careful preparation Pro Duong Thieu Tong: + reliability of obj tests: test writers + reliability of subj tests: test markers Some criticism (1) Obj tests: simpler to answer than subj tests + the degree of difficulty determined by the test constructors + no indication that all objective tests - easy + carefully selected and constructed & rewritten where necessary + setting the pass-mark or the cutting - off point depending on the tester’s subjective judgment or on a particular external situation + pre-tested before being administrated on a wider basis (2) the multiple choice type encourages guessing + four or five alternatives for each item sufficient to reduce the possibility of guessing + In reality, candidates rarely make wild guess; most base their guessing on partial knowledge Prof Duong Thieu Tong If Sts don’t prepare well for the test & the tests are difficult unable to make guess long tests unable to guess correctly reliability: 0 candidates guess easily reliability: high Sts’ guessing (+ score) educational experts in the modern time: prevention of guessing & correction for guessing Obj tests: gram., voc.& phonology A poor objective test: poor written items, irrelevant areas or skills (as they are testable), not communicative skills Objective tests cannot - test students’ ability to communicate - evaluate their actual performance A good classroom test: objective & subjective items III General principles of multiple choice items One of the most widely useful types of items The most time-consuming item to construct Not testing language as communication A useful means of teaching & testing various learning situation (esp gram & vocabulary not ability to use the language) Measuring Sts’ ability to recognize correct grammatical forms helping both T &Ss to identify areas of difficulty The number of options - public tests: options - classroom tests (esp grammar) : options - vocabulary & reading : options The number of options varying - the level of difficulty - the language areas being tested - the purpose of the test Multiple choice items - long enough reliable assessment - short enough practicable IV Important guidelines of multiple choice items (1) (2) (3) Each item: only one absolutely correct answer Only one feature at a time: being tested Each option: grammatically correct when placed in the stem (4) a grammar item not contain other grammatical features as difficult as the area being tested, and a vocabulary item not contain more difficult semantic features in the stem than the area being tested (5) Items: as brief and as clear as possible (6) Items: arranged in rough order of increasing difficulty V Components of multiple choice items The stem The correct option The distractors The stem the primary purpose: to present the problem clearly and concisely The forms (i) incomplete sentence, (ii) a complete statement; & (iii) a question the stem: those words or phrases which would have otherwise to be repeated in each option the stem allowing the number of choices The correct option (a) avoid confusing students by having a different number of correct options for each item (b) the correct option: approximately the same length as the distractors The distractors (a) (b) (c) (d) Each distractor must be: - attractive & plausible - grammatically correct when standing by itself Plausible distractors best based on: mistakes in the students’ own written work; their answers in previous tests; teacher’s experience; & a contrastive analysis between L1 & L2 ... length as the distractors The distractors (a) (b) (c) (d) Each distractor must be: - attractive & plausible - grammatically correct when standing by itself Plausible distractors best based... - public tests: options - classroom tests (esp grammar) : options - vocabulary & reading : options The number of options varying - the level of difficulty - the language areas being tested -. .. purpose of the test Multiple choice items - long enough reliable assessment - short enough practicable IV Important guidelines of multiple choice items (1) (2) (3) Each item: only one absolutely correct